Dilemmas of Global Citizenship in “International Schools” Anna Dabrowski The University of Melbourne Introduce my committee Introduce myself Why am I here? Growing up in australia- no sentiments of belonging here, being connected to other places, and belonging nowhere

Overview Global Citizenship: Definitions and Uses Global Citizenship in Schools: Current Debates Research Questions, Resources and Methodology Enacting Global Citizenship in IB Schools: Exploring Dilemmas Dilemmas of Global Citizenship Interpretations and Enactments Local and Global Imperatives Collectivism and Individualism Key Insights Conclusion

Global Citizenship: Definitions and Uses Imagining global citizenship A way for us to care about others A way to recognise increasing connectedness

Global Citizenship: A Cosmopolitan Vision The changing condition of our world necessitates a set of values that do not ignore the complexity of the transnational condition (Appiah, 2006) Definitions A globalized identity of elites arising from the integration of capital or a growth of human solidarity arising from a extension of democratic principals. Most common definitions come from agendas that seek enactment in education (nussbaum, vertovec, UNICEF, Oxfam)

Enacting Global Citizenship in Education: Current Debates Refer to current debates in education There is a problem between interpreting and enacting Refer to banal cosmopolitanism, Martha Nussbaum and most recently, Emily Clarke and Glenn Savage (2017) who focused on issues with enacting global citizenship in international schools Link to IB schools- the context of this study- the mission of international mindedness and the role GCE plays in helping to achieve some of the IB’s aims

GCE in The International Baccalaureate “to create a better world through education” (IB, 2017) Discuss Australian curriculum Discuss IB Motives and aims Why I have chosen them for a sample- if anyone is doing GC, it’s the IB.

Research Questions How are global citizenship discourses interpreted and enacted in two International Baccalaureate schools? To what extent do these schools take advantage of mobility, diversity and connectedness in the student body and in what ways do these elements support notions of global citizenship? Go through qs

Resources, Methodology and Tools “Critical” Global Citizenship in a Market Society (Andreotti, 2014; Bourdieu, 1986; Putnam, 2001; Sandel, 2012) Case Study Methodology (Merriam, 2015; Stake, 2013; Yin, 2011) Tools Policy, Curricula and School planning documents Semi structured interviews Observations analysis of relevant policy, school planning and curricula mechanisms that underpin the construct of classroom discourse interviews, observations and analysis of relevant student work- how reflective they are of GC 2 IB MYP schools in Melbourne 2 School Leaders/Principals 2 MYP co-ordinators 10 teachers (5 from each school) 30 students in Year 10 studying the MYP (15 from each school) MYP Content Area: Individuals and Societies

Enacting Global Citizenship in IB Schools: Exploring the Notion of Dilemmas Explain the notion of dilemmas What ought to be, and what is The tensions between 2 competing strands within GCE and IB underpins this thesis

Interpretation and Enactments Discuss ideal of GCE interpretations- promotion of equality, way for everyone to care about each other The staff in both schools spoke of the desire to make GCE a reality, in its critical forms BUT Discuss reality of enactments – banal forms of cosmopolitanism, used as a marketing tool, a way to promote the schools Superficial engagement, student suspicion around the role the IB plays Sets the scene for the notion of dilemmas- 2 competing strands of GCE

Negotiating Local, Transnational, and Global Imperatives “Local”- tensions between positive construct of identity and jingoistic forms of connection to the local, unhelpful positioning of local issues (indigenous, Australian poverty etc) “transnational”- lack of space for students with shared heritage to practice culture and language Global- IB programs and practices Lost opportunities- students felt their own cultures were sidelined as the IB rolled out in their schools

Collectivism in a Time of Individualism Market society- sandel Puntnam- neoliberal individualism Ball and Doherty- parent and curricula choice in Australia undermines the aims of GCE But the IB itself is highly individualised- refer to LP- this is a problem for enacting the communitarian imperatives of GCE So what is – banal cosmopolitanism- what ought to be- a return to community values how can these tensions be resolved?

Moving Global Citizenship Forward Key insights There is a tension between what is (neoliberal individualism) and what ought to be (communitarianism) There is a need for the IB to acknowledge the realities of the market society in order to promote morally robust forms of GCE There is also a challenge in Australia, where the IB operates in the independent realm- need to acknowledge the complexity of school choice and the world that young people will emerge into- no longer stable What does a morally robust form of GCE look like? A chance for students to consider their impact, but also consider the realities of education in Australia What can the IB learn? GCE does not happen organically in individualistic systems- Australia is an interesting space, and one where many dilemmas exist- that cannot be resolved without acknowledging the realities of the market system

Questions?